Assignments for last week: Week of Sept. 6 - Sept 10
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Period 1 |
No School |
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Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
| Period 2 |
No School |
|
Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
| Period 3 |
No School |
|
Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
| Period 4 |
No School |
|
Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
| Period 5 |
No School |
|
Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
| Period 6 |
Plan period |
Plan period |
Plan period |
Plan period |
Plan period |
| Period 7 |
No School |
|
Students will view a short ppt. on ecology.
Small groups will prepare posters providing a visual depiction of one of the key terms above.
Groups will present their posters to their group along with an explanation of the importance of their term within ecology. | |
Students will research one biome and write a paragraph describing the physical location, climate, animal diversity (community) and plant diversity. |
Students will view a ppt on Food Web.
Show example of Food Web with arrows showing teeth. Using the information found about their given biome they will construct a food web representing the community of plants and animals and show the energy flow through the ecosystem. |
Students will present their biome in a jigsaw format to their peers. Students will pay particular attention to the flow on energy within their given biomes. |
Weekly Objective: Students will be able to explain key ecological concepts
Content Objective: Poster on individual ecological concept, Biome description including climate and plant and animal diversity, Food Web showing the flow of energy within their particular biome.
Weekly Language Objective: Apply key ecological concepts to overall ecological meaning
Key Vocabulary Words for the Week: Biome, Succession, Community, Habitat, Ecosystem, Biodiversity, Climate, Abiotic and Biotic
Assignments for this week: Week of Sept. 13 - 17
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Period 1 |
Students will complete their food web diagrams and present their biome in a jigsaw format to their peers.
Students will pay particular attention to the flow of energy within their given biomes.
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Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field.
Students will view PPT on populations and show understanding through discussion. |
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Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
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Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory. They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
| Period 2 |
Research one biome on the internet and write an essay (1/2 page) describing the characteristics, climate and biodiversity of the ecosystem. |
Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field.
Students will view PPT on populations and show understanding through discussion. |
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Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
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| |
Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
| Period 3 |
Students will complete their food web diagrams and present their biome in a jigsaw format to their peers.
Students will pay particular attention to the flow of energy within their given biomes. |
Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field. Students will view PPT on populations and show understanding through discussion. |
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Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
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| |
Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
| Period 4 |
Students will complete their food web diagrams and present their biome in a jigsaw format to their peers.
Students will pay particular attention to the flow of energy within their given biomes.
|
Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field.
Students will view PPT on populations and show understanding through discussion. |
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|
Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
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| |
Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
| Period 5 |
Students will complete their food web diagrams and present their biome in a jigsaw format to their peers.
Students will pay particular attention to the flow of energy within their given biomes. |
Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field.
Students will view PPT on populations and show understanding through discussion. |
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|
Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
| | |
Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
| Period 6 |
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| Period 7 |
Students will complete their food web diagrams and present their biome in a jigsaw format to their peers.
Students will pay particular attention to the flow of energy within their given biomes.
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Use blades of grass on FB Field to demonstrate population sampling. (Count the number of blades of grass in a 1’ square patch of field and estimate the total number of blades on the entire field.
Students will view PPT on populations and show understanding through discussion . |
|
Students will view a ppt on Carbon, Water and Nitrogen cycles.
Students will construct a tri fold brochure showing the three cycles.
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|
Students will complete their Tri fold brochures on Carbon, Nitrogen, and Water Cycles.
Students will show understanding through quiz over Food Web, Ecology terms and Cycles. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem. |
Weekly Objective: Predict the flow on energy through a food web, identify and explain abiotic and biotic factors affecting habitats, & explain the importance of recycling materials within the ecosystem (Water, Carbon & Nitrogen)
Content Objective: Construct a biome food web, Via Sampling determine the number of blades of grass on a football field, and diagram the Water, Carbon & Nitrogen cycles. Take a biological survey of the outdoor laboratory at Neosho High School
Weekly Language Objective: Understand and explain abiotic and biotic factors affecting the an ecosystem.
Key Vocabulary Words for the Week: Abiotic, biotic, population, carrying capacity, transpiration, respiration, habitat, & biodiversity
Assignments for next week: Week of September 20 - 24
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Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
| Period 1 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80 |
Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
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Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
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Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
| Period 2 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80
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Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
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Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
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Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
| Period 3 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80 |
Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
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Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
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Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
| Period 4 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80 |
Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
|
Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
|
Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
| Period 5 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80
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Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
|
Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
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Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
| Period 6 |
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| Period 7 |
Construct an oversize Four Square Vocab of one of the following: Precipitation, Percolates, Transpiration, Repiration, Combustion, Nitrogen Fixation, Assimilation, or Ammoniafication.
Teach your term to another group and explain its significance to the Water, Nitrogen or Carbon cycle. |
Students will take a survey of the living organisms located in the Outdoor Laboratory.
They will identify the habitat and community and rank the biotic factors within the ecosystem. Determine the relationship between the biotic and abiotic factors in the observed ecosystem.
Quick Lab p. 80 |
Students will view a ppt on niche and show understanding through “Question Response Question”. Pairs of students will discuss their habitat and niche then one will move into the others niche. Students will determine if there are enough resources for two to coexist. Write down the potential problems. |
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Students will view ppt covering relationships in a community.
Students will prepare a chart comparing relationships between animals when presented different animal photos.
They will determine who benefits/suffers in the relationship.
Watch video clips showing examples of relationships. | |
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Students will watch the 11th Hour and then write a paragraph explaining the causes and effects of environmental stresses (mentioned in objective) on diversity of species in an ecosystem. Assessed by paragraph describing the impact of viewed events on the biodiversity within an ecosystem. | |
Weekly Objective: Identify and explain the importance of the cycling of matter.
Explain limiting factors affecting the biodiversity of an ecosystem.
Explain the interactions between species.
Explain niche
Content Objective:
Describe how matter moves through the ecosystem and is recycled
Predict the impact of natural or human forces affecting the biodiversity of an ecosystem.
Weekly Language Objective:
Key Vocabulary Words for the Week:
Percolation, Precipitation, Transpiration, Respiration, Combustion, Nitrogen Fixation, Assimilation, Ammonification, Predation, Symbiosis, Commensalism, Coevolution, Mutualism, Parasitism.
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High School
